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SOTL 101: Introduction to the Scholarship of Teaching and Learning

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1 SOTL 101: Introduction to the Scholarship of Teaching and Learning
Cynthia V. Fukami Daniels College of Business University of Denver AACSB International 2001 Continuous Improvement Symposium

2 Session Outline What is SOTL? Why SOTL? Examples of SOTL
Fostering SOTL

3 The “Problem” of SOTL Faculty colleague finds “problem” in the literature in her field. Faculty colleague finds “problem” in her teaching. Which causes celebration? Which causes concern? (Bass, 1999)

4 What is SOTL? Teaching has a scholarly component (Boyer, 1990)
Set of problems worth pursuing as an ongoing intellectual quest Why do some students do better than others? How do students come to understand concepts? Folklore/traditions versus scholarship

5 What is SOTL? SOTL means we invest in our teaching the intellectual powers we practice in our disciplinary research (Bender and Gray, 1999). “Scholarship” means that we apply the same standards in our work on teaching as we apply in our disciplinary research.

6 Three Levels of SOTL Excellent Teaching Scholarly Teaching
Scholarship of Teaching and Learning (Hutchings and Shulman, 1999)

7 Excellent Teaching All faculty have an obligation to teach well
To engage students To foster important forms of student learning

8 Scholarly Teaching Faculty may also want to be teachers who are informed by Assessment and evidence Latest ideas in discipline Latest ideas in teaching the discipline Peer review and collaboration

9 Scholarship of Teaching and Learning
Faculty may also want to apply standards of scholarship to teaching The work is public Open to critique and evaluation from others Others can build on previous work Concerned about student learning

10 Why SOTL? With all of our obligations, why devote time and energy to SOTL? Shulman’s Three P’s (2000) Professionalism Pragmatism Policy

11 Professionalism It’s our job to teach well.
As educators in a professional field, we must pass on what we have learned.

12 Pragmatism Students expect, and need, to learn from us.
There is much room for improvement in student understanding.

13 Policy Universities, Business Schools, and Faculty are increasingly held accountable for our performance as teachers. New competitors are emerging for higher education, particularly in Business. Why are we better alternatives?

14 Examples of SOTL As with other scholarly activity, there is a wide range of SOTL (Hutchings, 2000) What works? What is? What if? So what?

15 Macro Examples of SOTL Peer collaboration and review of teaching
Student outcomes assessment Campus teaching academies, Master faculty programs Preparing Future Faculty CASTL

16 Micro Examples of SOTL CASTL projects (1998-2001)
Teaching Effectiveness in the Management Sciences (Frost and Fukami, 1997) Teaching Practice Technology in the Classroom Evaluation: students and faculty Classroom-as-organization

17 Fostering SOTL Remove, or at least try to minimize, the risk
Start adding rewards Create and sustain a culture and infrastructure that will allow SOTL to flourish.

18 Case Study: Daniels College of Business
To truly embrace and develop teaching as a scholarly activity, there must be alignment with your unit’s strategy, performance measurement system and reward system. What gets measured, gets done. What gets rewarded, gets repeated.

19 University Of Denver Founded In 1864
Independent (Oldest in Rocky Mtn. Region) John Evans (Northwestern) Degrees Undergraduate Graduate: Masters & Ph.D.

20 Daniels College Of Business
Founded In 1908 (8th Oldest) AACSB accredited ( today) No Ph.D. MBA and MS degrees Approx. 750 students Undergraduate degrees Approx. 1,000 students

21 Daniels College (Cont.)
Approximately 80 full-time faculty Tenure-track positions (62) Non-tenure track positions Clinical Professor (4) Lecturers (14)

22 Daniels College’s Mission
Foster enlightened practice Foster professional achievement Foster community commitment

23 Curricular Design Integrated format; cross-disciplinary team teaching
Interpersonal & communication skills Team projects Technology Ethics

24 Traditional Performance Model
The “3 tab” model: Teaching Research Service

25 Boyer Scholarship Model
The “4 tab model” Discovery Integration Application Teaching

26 Our Version Scholarship Document Faculty performance weights
Faculty position & Life cycle Performance reviews Annual merit Pre-(2 years) and post-(3 years) tenure Promotion and tenure Intellectual Contributions Database

27 Measures: Scholarship Of Teaching
Instruction Academic service Advising Assisting student organizations Journal articles Pedagogical cases Instructional software

28 Measures: Scholarship Of Application
Academic service Professional service Consulting Professional organizations Community service Journal articles Cases Textbooks

29 Measures: Scholarship Of Integration
Academic service Developing courses & programs Committees Journal articles Textbooks Interdisciplinary cases

30 Measures: Scholarship Of Discovery
Academic service Mentoring colleagues Journal articles Books & monographs

31 Scholarship Support at Daniels
Scholarship Steering Committee Teaching Committee Application Committee Integration Committee Discovery Committee Scholarship Grants Faculty Development Annual Awards

32 Reward System Faculty performance report
Academic unit merit raise (75% of pool) %-of-pool approach Peer or chair evaluations Dean’s office merit raise (25% of pool) College-wide bonuses

33 Results First (only) school reaccredited by AACSB using Boyer model.
Scholarship Grants: 58 during Scholarly output by faculty: versus 1999 SOT more than doubled; SOI (cases) increased twelve fold; overall output increased 37%.

34 Lessons Learned at Daniels
Expect the change to take time Faculty resistance Align with overall strategy or mission Align with performance review Align with support Persistence, persistence, persistence

35 SOTL Resources Carnegie Foundation AAHE CASTL Knowledge Media Lab
Campus Programs (with AAHE) AAHE Faculty Roles and Rewards Conference Publications

36 Business SOTL Resources
AACSB Disciplinary professional organizations, such as Academy of Management Organizational Behavior Teaching Society

37 SOTL Outlets Interdisciplinary Journals Business Journals Meetings
JoSoTL (Indiana University) Inventio (George Mason University) Business Journals Journal of Management Education Journal of Marketing Education Issues in Accounting Education Simulation and Gaming AOM Learning and Education Journal Meetings

38 Getting SOTL Started What are your teaching/learning problems?
What are your teaching/learning successes? What are your school’s unique attributes? What are you already doing?

39 Contact Information Cindi Fukami Daniels College of Business University of Denver Denver, CO

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